Checklist: Classroom-Library Lesson Plan Deconstruction
Lesson Plan Deconstruction – A.3.2 IMPORTANT: This is a checklist–not a rubric. A checklist simply gives students and teachers a check-off box in which they can mark whether or not that aspect of the learning engagement was completed. A rubric gives various levels of achievement. (The file name is rubric in order to be parallel with the other assessments for the assignments in this course.) SLIS Students’ Names: Lisa BrackenSquires and Jennifer Rameriz URL for Mind-mapping/Brainstorming: http://www.wallwisher.com/wall/LS5443-A-3-2 URL for Deconstruction Graphic Organizer:http://lisabrackensquires.wikispaces.com/graphic+organizer Reading Comprehension Strategy:Using Sensory Images Proficiency Level:__Emerging Checklist: Shared score (30 possible points)
X
Each partner uses a different color font to indicate her/his contributions to this collaborative assignment. Neither one uses black!
Planning (18 items)
X
Reading Comprehension Strategy:
X
Reading Developmental Level
X
Research-based Instructional Strategies
Name ones have used (None is a possible response.)
X
Research-based Instructional Strategies
Name ones need to learn (None is a possible response.)
X
Research-based Instructional Strategies
Describe ones need to learn(None is a possible response.)
X
Lesson Length
Questions about the time need to teach the lesson… (at least one)
X
Purpose
What is the connection to library teaching environment?
X
Objectives
All objectives listed
X
Objectives
All verbs listed
X
Objectives
All Bloom’s levels listed (A blank may be possible for a verb such as “read.”)
X
Resources
Formats and/or genres listed
X
Resources
Technology tools listed
X
Collaboration
Narrative about specific benefits
X
Assessment Name assessment strategies/tools
X
Assessment
Name opportunities for student self-assessment
X
Standards
Content areas addressed (including reading)
X
AASL Indicators
Indicator numbers
X
AASL Indicators
Indicator language
Implementation (11 Items)
X
Motivation
Narrative about effectiveness
X
Motivation
Other idea(s) for motivation for this lesson
X
Student-friendly Objectives
Example of compatible with instructional level
X
Student-friendly Objectives
Example terms that may need to be taught
X
Presentation
Narrative description of the modeling
X
Presentation
Narrative about specific benefits
X
Student Participation/Practice Procedures
Example of clear directions
X
Guided Practice
Narrative about specific benefits
X
Closure
Narrative about students’ active participation
Deconstruction
IMPORTANT: This is a checklist–not a rubric. A checklist simply gives students and teachers a check-off box in which they can mark whether or not that aspect of the learning engagement was completed. A rubric gives various levels of achievement. (The file name is rubric in order to be parallel with the other assessments for the assignments in this course.)
SLIS Students’ Names: Lisa BrackenSquires and Jennifer Rameriz
URL for Mind-mapping/Brainstorming: http://www.wallwisher.com/wall/LS5443-A-3-2
URL for Deconstruction Graphic Organizer: http://lisabrackensquires.wikispaces.com/graphic+organizer
Reading Comprehension Strategy: Using Sensory Images
Proficiency Level:__Emerging
Checklist: Shared score (30 possible points)
Name ones have used (None is a possible response.)
Name ones need to learn (None is a possible response.)
Describe ones need to learn (None is a possible response.)
Questions about the time need to teach the lesson… (at least one)
What is the connection to library teaching environment?
All objectives listed
All verbs listed
All Bloom’s levels listed (A blank may be possible for a verb such as “read.”)
Formats and/or genres listed
Technology tools listed
Narrative about specific benefits
Name assessment strategies/tools
Name opportunities for student self-assessment
Content areas addressed (including reading)
Indicator numbers
Indicator language
Narrative about effectiveness
Other idea(s) for motivation for this lesson
Example of compatible with instructional level
Example terms that may need to be taught
Narrative description of the modeling
Narrative about specific benefits
Example of clear directions
Narrative about specific benefits
Narrative about students’ active participation
Relationship to learning objectives
Describe at least one